Single-use versus mixed-use learning of transformations: evidence for conceptual integration.

Full Abstract

The principle of use-specificity proposes that "compiled" knowledge encapsulates the knowledge use in the acquisition context. The efficiency of knowledge use should be a monotone function of use-specific practice. Transfer between different uses of function concepts should decrease with increasing practice. In contrast, the hypothesis of conceptual integration proposes that conceptually integrated knowledge can be used flexibly. The efficiency of knowledge use should be a monotone function of concept-specific practice. The probability to integrate a feature is assumed to depend on its relevance within the acquisition context. Transfer between different uses of function concepts should increase with increasing practice. In Experiment 1, the effects of practicing a single versus two different uses of symbolic functions on learning and subsequent transfer were investigated at 1 day and 2 consecutive days of practice. In Experiment 2, these effects were investigated for 4 days of practice. The findings support the hypothesis of conceptual integration. Performance was mainly a function of concept-specific training. Limited usability of acquired knowledge was rare and disappeared completely at higher levels of practice.

Learn Faster Today Improve your study skills

Author information

Author/s: Müller, Burkhard (B);

Affiliation: University of Giessen, Germany. burkhard.mueller(-atsign-)psychol.uni-giessen.de

Journal and publication information

Publication Type: Clinical Trial; Comparative Study; Journal Article; Randomized Controlled Trial

Journal: Experimental psychology (Exp Psychol), published in Germany. (Language: eng)

Reference: 2002-; vol 49 (issue 1) : pp 45-56

Dates: Created 2002/04/26; Completed 2002/05/28; Revised 2006/11/15;

PMID: 11975149, status: MEDLINE (last retrieval date: 11/6/2008)

Sourced from the National Library of Medicine. Abstract text and other information may be subject to copyright.

External Links for this article (including full text providers, if available):

Click Electronic Full-text Provider Links to see options for finding the electronic full text links to this article. Note there may be a subscription or fee required for access to the full text. See our FAQ for information on finding FREE full text articles.

This article may also be located in paper journal collections available in many libraries. Use the Journal and Publication Information above to find the full article.

MeSH headings (categories)

This article was linked to the MESH Headings shown below.

This article has not been indexed for related articles as yet, however you can still use the live related article search links below.

See 100+ related articles.